非语言交际在英语教学中的作用.doc

非语言交际在英语教学中的作用摘要非语言交际是跨文化交际不可缺少的组成部分。中西方校园非语言交际具有强烈的文化特性，在大学英语教学中，充分重视非语言交际可以在许多语言交际方面起到特殊的辅助教学效果。本文初步总结了中西方校园非语言交际及其若干文化差异，以使学习者避免非语言交际的文化冲突，顺利地完成交际，对英语教学工作者有所帮助，以适应当前英语教育的需要。关键词跨文化语言交际非语言交际中西方校园文化差异英语教学一、 引言 当今，随着科学技术的发展，跨文化交际日显频繁，然而各民族间的文化差异有许多是表现在非语言交际中的。但是在英语教学中非语言交际长期处于被忽视的地位，在英语课堂，大部分教师只注重语言交际，忽略了非语言行为的信息传递，造成了课堂交际教学上的误解与尴尬。其实，非语言交际也具有强烈的文化特性，应当成为英语教学的一个有机组成部分，舍此，英语教学就不是完全成功的教学。本文从跨文化交际的角度，简略地介绍了中西校园非语言交际及其文化差异，探讨非语言交际在跨文化交际和英语教学中的作用，期望对英语教学届师生有所帮助。二、非语言交际和语言交际的结合人类交际有两种：语言的和非语言的。2.1 非语言交际的定义关于非语言交际，西方学者提出的定义很多。有的定义则比较具体，如“非语言交际是不用言词表达的、为社会所共知的人的属性或行动，这些属性和行动由发出者有目的地发出或被看成是有目的地发出，由接受者有意识地接受，有可能进行反馈”（Burgoon and Sine,1978,见Malandro，1989：7）。2.2 非语言交际的作用及其与语言交际的关系萨莫瓦肯定地说：“绝大多数研究专家认为，在面对面交际中，信息的社交内容只有35%左右是语言行为，其它都是通过非语言行为传递的。”当然，对非语言交际行为在交际中的作用及其与语言行为之间的关系应该有一个全面、正确的认识。一方面要看到，在交际中，脱离非语言配合的孤立的语言行为往往难以达到有效的交际目的；另一方面也要认识到，一种非语言行为只有与语言行为或其它非语言行为配合，才能提供明确的信息。因此脱离语言行为或其它的非语言行为，孤立地理解或研究某一非语言行为的含义常常是难以凑效的。因此在英语教学中决不可忽视非语言交际行为，只有把语言交际和非语言交际结合起来才能达到较理想的教学效果。三、中西校园非语言交际及其文化差异校园非语言交际在中西方存在很大差异和文化冲突。本文从文化差异的角度讨论两个问题：教师的仪态举止和课堂上的非语言交际行为。 3.1教师的仪表仪表指人的外表，包括衣着和化妆、举止和姿态等。 3.1.1衣着和化妆衣着和化妆要适合本人的身份、个人特点和所在场合，这是各种文化共有的特点。教师是教育青少年一代的人，在这方面要求更加严格。场合不同，每个人的衣着打扮也不同。教师在学校，特别是在课堂上要求更加严格。这也是各种文化所共有的。在西方，库珀在教师的言语交际行为一书中讲了一个很有说服力的故事：美国一位中学八年级的学生说：“我们班曾经有一位女英语教师，她的仪表使我们完全无法学习下去。她长相标致、体态轻盈，还爱身着紧身衣裙。我们从学年一开始就陶醉于她那迷人的外表而难以学习进去。整整一年中，教室里总是乱糟糟的。我们班成了吵吵闹闹、纪律涣散的乱班，这位老师毫无办法驾驭课堂。现在回忆起来，我认为这位教师的学识水平并不低，当时我们对这一点是怎么看的现在是记不清了。然而，有一点我是忘记不了的，那就是，她的仪表举止使我们怎么也摆脱不了她的诱惑力。”（Cooper,1988:70）在我国，“教师是人类灵魂的工程师，承担着教书育人、为人师表的职责。一位教师的音容笑貌、举手投足、衣着发式无形中都可能成为学生学习的楷模。”（郝）对教师仪表的基本要求应当是具有职业美，即衣着、发式都要整洁和大方。整洁就是整齐和清洁。衣服要端正、妥帖、干净、衣扣整齐，给人以清新、高雅之感。大方，就是在服饰、发式方面不要过分追求时尚华美。一般说来，教师的服饰式样宜庄重、自然、衣服色彩不宜太鲜艳、太刺眼，而应以素雅、含蓄、文中带花为好。因为，一个老师如果打扮得花枝招展、浓妆艳抹，就会分散学生的注意力，并有可能成为一部分学生议论的话题，影响教学的效果和教师自己的威信。中英教师之间在衣着问题上有时也会出现文化误解甚至文化错误，有的人不了解文化差异，常常用自己的文化习俗去衡量别人的衣着打扮。例如，中国人在非正式场合单穿衬衣时，有时不将衬衣放入外裤内，有时还会将衬衣长袖卷起来。中国人对此视为正常，英语国家的人却认为不合要求。反之，英语国家女教师穿着拖鞋或木屐可以走进课堂甚至正式交往场合，中国人却认为不雅；而中国人在家中穿着拖鞋非正式地接待客人在英语国家的人看来也是不礼貌的。这些都属于文化误解。 3.1.2举止和姿态举止和姿态也可以说是风度。教师应该有一个好的风度。风度是指一个人的精神气质、举止行为以及姿态等方面的外在表现。中国教师的举止姿态总的要求是稳重端庄和落落大方。在公共场合还应十分注意自己的谈吐和举止，待人接物要严肃而温和，举止态度要谦虚而自信。英语国家对教师外表的要求也注重教师职业的稳重文雅，但也重视外表对学生的吸引力。 3.2课堂上师生的非语言交际西方学者认为，课堂上的非语言交际在学生的学习中的作用往往比正规教学本身的作用还大。许多研究表明，教师需要学会运用非语言交际行为去提高课堂教学的质量。库珀说“：非语言交际对教师至关重要。教师的非语言行为关系到学生对学校的态度。研究表明，教师如果学会了如何在课堂上更有效的运用非语言交际，师生间的关系就会得到改善，而且学生的认知能力和学习效率也会提高。”（Cooper,1988:57）课堂上的非语言交际包括教师环境与桌椅排列、教师的非语言交际行为和学生的非语言交际行为。3.2.1教师的环境与桌椅排列中英两种文化的人都认为，教师应当宽敞、明亮，桌椅要整齐舒适，温度要适中。但是，从颜色看，中国学校与英语国家有所不用，部分年级高低和学生年龄大小，都以白墙为最好，认为这样可以增强教室的亮度。课堂座位的安排体现出师生之间的关系和地位的差异。高高的讲台显示了教师的地位，当然也有方便教学的因素。英语国家课堂桌椅排列的常见形式有三：传统式、马蹄式和模块式。根据调查，上必修课时，学生喜欢传统式排列方法，听选修课时则比较喜欢马蹄式和模板式。传统式有利于师生之间的交流，这是因为教师可以控制整个课堂，学生之间不宜交谈；马蹄式有助于学生之间进行交谈；模板式有利于学生进行讨论。上述形式的选择有助于多种因素教学内容、教学方法、教师希望学生参与的程度等等。英语国家的师生感到中国学校课桌排列过于单调、死板。3.2.2教师的非语言交际行为与课堂教学课堂上的非语言交际在学生中作用在某种意义上说，比正规教学本身的作用还大。教师的非语言交际行为可以分为两类：调动学生积极性的非语言行为和抑制学生积极性的非语言行为。西方许多研究表明，教师需要学会运用非语言交际行为和手段去提高课堂交际的质量。库珀说：“必须记住，每一信息都包含内容和关系连个方面。姿势、面部表情、体触行为等等都会对学生产生影响。除此之外，传递交际关系的信息主要是通过非语言形式。所以，学生会通过对教师的非语言交际行为的分析去辩明教师对学生关系的看法。”（Cooper,1988:57）中国教师视课堂为严肃正规的学习场合，教师很注意自己的言谈举止，学生保持对教师的尊敬态度。英语国家的教师极为注重课堂气氛的活跃，不大计较师生的言谈举止。教师可以坐在讲台上，可以来回走动，也可以夸张式地作出各种表演。学生说出一些不得体的话，但只要能起到活跃课堂气氛的作用，教师也不去计较。例如，某英语国家的教师给一个中国学生班上课，该班气氛比较沉闷，特别是有一名中国学生总不喜欢说话，教师想尽办法也无济于事。一次上课，有中国一位校方负责人和该外教国内来的一位教师听课。这位教师又想办法启发这位学生说话。最后这位学生突然说：“I hate you.”（我讨厌你）,弄得全班哄堂大笑。听课的中国教师大吃一惊，课后马上批评这位学生太不尊敬老师，并责令其向外国老师道歉。不料，两位外国老师不同意。他们为这名学生终于说了话并且活跃该班气氛而感到非常高兴。此例不一定有代表性，但可以说明问题：英语国家的人认为中国教师在课堂上过于严肃，中国课堂不太活跃；中国教师却感到英语国家的教师过于随便，课堂纪律太散。中国学校要求老师上课不能迟到，必须提前几分钟进入课堂；英语国家的教师没有这一要求，上课迟到不属反常。美国大学教师迟到1520分钟都是合法的。中国教师部分年龄大小，在学生面前总要体现出教师的身份。因此，讲课时总带有谆谆教诲的口吻和关切关心的腔调。教师对学生表扬与批评、告诫和要求都是正常的。英语国家的学生对此不仅不习惯，还会产生反感，认为自己被教师当成了“不懂事的小孩子”，总要由教师像父母一样告诉他们应当如何学习和生活，使他们的自尊受到了挫伤。中国的教师在课堂作业和考试时，习惯于在教室里走来走去，并不时停下来站在某名学生的旁边看看他回答问题的情况。对此，英语国家的学生感到十分反感，认为老师不信任他们，一直对他们进行监督。库伯说：“身势动作行为可以反映出教师对学生的信任程度。例如，监考时，你在教室里转来转去，到处看学生是怎么答题的，还是坐在一张桌子后面干自己的事，只是不时抬头看一看？”（Cooper,1988:75） 3.2.3学生的非语言交际行为与课堂教学中英学校对学生的课堂纪律和礼貌都有要求，但二者之间存在差别。在英语国家，教师进课堂时不要求学生起立向老师致意，只要求他们目视老师，表示已做好了上课的准备。在中国，过去要求学生一律起立向老师致敬。现在，这一礼节一般只在中小学继续实行，在大学也以坐姿端正、目视老师、静等上课为礼貌。在英语国家课堂上，学生坐姿比较随便，大学生甚至还可以将双脚放在前面的椅子上；在中国大学中这一姿势却是既不尊敬老师又无视课堂纪律的不良行为。在中国学校，学生如果上课迟到，传统的要求是在门外喊“报告！”，经教师允许后方可入内。不过这一要求现在只适用于中小学生，大学生一般只是一声不响地走进教室，课后再向老师说明理由。在英语国家学校迟到学生以静静地走进教室为礼貌。如因急事不得不早退，中国大学生的要求是，课前先向老师请假，离开课堂时可向老师示意后再静静地离开。西方英语国家的学生没有这样的习惯。他们既不事先请假，退出课堂时也不向老师打招呼，事后也不向老师解释。在这些国家还有这样的规定，对于迟到的教师必须等候15-20分钟以后方可离开，有的学校还要求对地位高的教师等候更长一些时间。课后提问时，中国学生常常数人围在教师身边，英语国家的人认为这是对先于自己提问的人的干扰，因此是无礼的。他们的习惯是按顺序排队，一人提问时其他人不得旁听。3.3 课外师生的非语言交际在英语国家，学生要进教师的办公室，习惯于先敲门，经允许后方可进入；如教师正在打电话或与人谈话，则要在门外等候；如教师正在开会则不进入；教师在上述情况下也不会让学生入内。中国学校的要求与此相似。但是，在我国接收外国留学生的学校则经常见到一种反常现象：留学生到教师办公室找老师时，往往不管老师是在与人谈话还是正在开会，都旁若无人地“长驱直入”，给中国人以极不懂礼貌的感觉。这种“反常”现象的出现可能有以下三个原因：第一，中国大学生现在不少人比较随便，给外国人以在中国可以不必讲规矩的感觉；第二，中国教师将外国留学生不仅看成是学生，还是把他们视为客人。不论自己正在干什么或与谁谈话，只要留学生来，就立刻停下其他事情而转向接待他们，给他们以不分时间和场合都可找老师的错觉；第三，英语国家的人习惯于某一时间只办一件事，即霍尔所说的属于“时间单一性”的文化，他们认为中国是“时间多样性”的文化，任何时候都可找老师。英语国家的学生课后在校园或校外遇见老师时，往往昂首而过，不予理睬，中国教师对此抱怨颇多，认为他们太不懂礼貌。因为在此种情况下，中国学生是一定要恭敬地向老师打招呼的。应该说，不懂礼貌的情况是存在的，其心理原因也值得调查研究。澳大利亚人一般认为不主动对人打招呼的人是不值得交往的；美国学生一般比较随便；有的英国学生却认为：“没有什么事，却非要打招呼不可，岂不是神经病？”所以，这当中也确实存在文化差异问题。中国文化还要求，学生与老师之间，应由前者主动打招呼，以示尊敬。英文化的人当中也有人认为，应由老师采取主动，反之倒易失礼，因为老师可能一边走路一边在思考问题，不愿他人打扰。在英语国家，不经主动邀请，学生是不能登门拜访老师的，有事可在学校教师办公室谈。在中国，教师的住所，特别是校园内的教师的住所向外国留学生开放，而且只要登门拜访，一定会受到主人热情的接待。这是中国热情好客的好风俗，受到了来华外国留学生的热烈欢迎。中国教师还有一种到宿舍探望学生的习惯，特别是在新生到校、老生离校和学生生病之时，老师出于关心，常常要去宿舍探望学生。在英语国家教师是不会去学生宿舍的，学生一般也不欢迎教师去。所以，中国教师的善意探望不受英语国家学生的欢迎。他们认为这是对他们个人生活的干扰，有的学生还以为老师是借故检查监督他们学习。在英语国家，“女士优先”也适用于大学师生之间，除非某教师地位极高或年龄极大。英国某大学一位男教师带领全班学生参观一所中学时，座位不够，男教师就和男学生站着，将椅子让给女学生，女学生也不谦让。在中国，一定是先让老师坐下，女学生也可以站着。在师生集体合影时，中英差异也很明显。对此，布罗斯纳安有一个很有意思的对比：“英语国家的人除军人以外，一般要遵循女士优先的规矩，让女士坐前排，男子站在她们身后。如果还有官员的话，官员则站在两头，而且一般站在后排；中国人排列位置就像英语国家的军人排列一样，最重要的人物或当权人士位于前排居中位置。”（毕继万译：65）四、结语英语教学的目的是教会学生正确得体地运用语言行为和非语言行为进行跨文化交际。语言行为应当越正确越好；非语言交际行为却只要求正确、得体地传达和接收交际信息，从而避免文化误解和冲突。要实现这一目标，就需要英语教师认识到培养学生非语言交际能力的重要性，并将非语言交际教学引入英语教学的课堂，全面培养学生的跨文化交际能力。作者希望该研究能为从事英语教学的工作者提供一些思路，使他们在教学实践中更好地选择方法和策略，以适应当前英语教学改革的需要。参考文献1毕继万译.中国和英语国家非语言交际对比.北京语言学院出版社，1991年2毕继万.跨文化交际研究与第二语言教学.载语言教学与研究，1998年第一期3毕继万.跨文化非语言交际研究及其与外语教学之间的关系.载汉语学习，1993年第三期4胡文仲主编.英美文化词典.外语教学与研究出版社，1995年5熊文华等译.传神的举动：非语言交际.国际文化出版公司，1990年 Nonverbal communication in English TeachingAbstract nonverbal communication is part of the cross-cultural communication. In the western campus of nonverbal communication has strong cultural characteristics, in the university English teaching, pay full attention to nonverbal communication plays a supplementary teaching effect of special in many language communication. This paper summarizes the western campus of nonverbal communication and some cultural differences, to enable the learners to avoid the cultural conflict of nonverbal communication, successfully completed the communicative English teaching, to help, to meet the need of the current English education.keyword intercultural communication than the western campus culture differences in language communication and English TeachingOne, foreword Nowadays, with the development of science and technology, intercultural communication becomes more and more frequent, but the cultural differences between different ethnic groups are shown in nonverbal communication. But in English teaching, nonverbal communication in a neglected position long-term, in the English classroom, most teachers only pay attention to language communication, ignore the nonverbal behavior information transfer, caused the classroom communication misunderstandings and embarrassment. In fact, nonverbal communication also has cultural characteristics of strong, should become an organic part of English teaching, besides that, English teaching is not entirely successful teaching. In this paper, from the perspective of intercultural communication, briefly introduced the western campus of non-verbal communication and cultural differences, to explore the role of nonverbal communication in intercultural communication and English Teaching in English teaching, the teachers and students expected to help.Two, non - binding language communication and language communicative human interaction has two types: verbal and nonverbal. 2.1 the definition of nonverbal communication nonverbal communication, many western scholars definition. Some definition is more specific, such as the language communication is not verbal expression, as known as social man attributes or actions, these attributes and actions of the sender to send or is regarded as a purposeful, conscious acceptance by the recipient, likely to feedback (Burgoon and Sine, 1978, Malandro, 1989:7). 2.2 non - language communication role of Samovar and its relationship with language communication affirmative ground says: most of the experts believe that, in face-to-face communication, information social content is only around 35% of language behavior, the other is transmitted by nonverbal behavior. Of course, the relationship between the role of nonverbal behavior in communication and language behavior should have a comprehensive, correct understanding. On the one hand to see, in communication, from the non - language with isolated language behavior is often difficult to achieve the purpose of effectively communicating; on the other hand, we should also understand that, only with a nonverbal behavior and language behavior or other nonverbal behavior, in order to provide clear information. Therefore, from the language behavior or other nonverbal behavior, understood in isolation or in a non-verbal behavior of meaning is often difficult and ineffective. Therefore, in the teaching of English can never ignore nonverbal communicative behavior, only the verbal communication and nonverbal communication can be combined to achieve the ideal teaching effect. Three, Chinese and Western Campus of non-verbal communication and cultural differences Language communication in the West there is a big difference and cultural conflict campus non. This paper discusses two issues from the perspective of cultural differences: nonverbal communication teachers deportment manners and class. Instrument instrument 3.1 teachers means the persons appearance, including clothing and makeup, behavior and attitude. 3.1.1 dress and make up the teacher is the engineer of the human soul, to be a model for others, the responsibility of teaching and educating. The basic requirements for teachers instrument should have the occupation that beauty, clothing, hairstyles are clean and generous. Cooper tells a compelling story in speech act teachers book: a high school student in grade eight the United States said: there is a female teacher of English in our class once, her appearance so that we could not learn. She is pretty, graceful carriage, also love to wear tight dress. We started from the academic year is intoxicated with her charming appearance and difficult to learn. During the year, the classroom is a place. Our class into a noisy, discipline to a class, the teacher had no way to control the classroom. Now remember, I think the teachers knowledge level is not low, how could we see on this point is now cant remember. However, there is one thing I can not forget, that is, her appearance and behavior so that we could not resist her temptation. (Cooper, 1988:70) between Chinese and English teachers in the matter of clothes sometimes cultural misunderstanding, some people do not understand the cultural differences, often with their own culture and customs to judge others dressed. For example, Chinese informal single shirt, sometimes not the shirt into a coat, Chinese are regarded as normal, people from English-speaking countries is considered undesirable. On the contrary, the English national women teachers wear slippers or clogs can come into the classroom and even formal communication occasions, Chinese are considered indecent. These all belong to the cultural misunderstanding. 3.1.2 manner and attitude behavior and attitude can be said to be. Teachers should have a good manners. Grace is the outward manifestation of a persons temperament, behavior and attitude etc. Chinese teachers behavior attitude total request is dignified and be liberal and dignified. The public should also pay great attention to their own speech and manner, the way one gets along with people to be serious and mild, be humble and confident manner. English national requirements for teachers appearance but also pay attention to the teacher occupation is sedate and elegant, but also the importance of physical attractiveness to students.3.2 Nonverbal communication between teachers and students in class Cooper said: non-verbal communication is vital to teachers. If the teacher to learn how to use more effectively in the classroom nonverbal communication, will improve relations between teachers and students. And the students cognitive ability and learning efficiency will improve. (Cooper, 1988:57) of nonverbal communication nonverbal communicative classroom teachers nonverbal behavior and students. Nonverbal communication 3.2.1 teachers nonverbal behavior and classroom teaching, teachers can be divided into two categories: to mobilize the enthusiasm of the students of nonverbal behavior and suppress the students enthusiasm of nonverbal behaviors. Cooper said: posture, facial expressions, body contact behavior and so on will have an impact on students. Therefore, analysis of students through nonverbal communication for teachers to explain teachers opinions on the relationship between students. (Cooper, 1988:57) Chinese teachers as the classroom for formal learning situation, teachers pay much attention to their own speech and deportment, students maintain respect for teachers. English teacher very focused on the classroom atmosphere, teachers and students do not care about the speech and deportment. Teachers can sit on the podium, also can make all kinds of exaggerated style. The students to say something improper, but as long as they can to active classroom atmosphere, teachers also do not care about. For example, some English teachers to a Chinese student class, the class atmosphere is boring, especially a Chinese students dont like to talk, teachers try to also be of no avail. A class, a Chinese officials and the foreign teachers at home to a teacher. The teacher and try to inspire the students to speak. Finally, the students suddenly said: I hate you. (I hate you), get the class set the whole room roaring with laughter. The Chinese teachers be startled at once, after criticism of the students dont respect their teachers, and be ordered to apologize to the foreign teacher. And behold, two foreign teachers dont agree. They provide the students finally spoke and active the class atmosphere and feel very happy. This is not necessarily representative, but can describe the problem: English people think Chinese teachers in the classroom too seriously, not too active Chinese classroom; Chinese teachers feel English teacher too casually, discipline in the classroom is too loose. Chinese schools require the teacher cant be late, must be a few minutes before entering the classroom; English teachers do not have this requirement, late for class is not unusual. American University teacher late for 15 to 20 minutes is legitimate. Nonverbal behavior and classroom teaching 3.2.2 students in English schools for students to classroom discipline and politeness are required, but there are differences between the two: in the English-speaking world, teachers in the classroom does not require students to stand up to the teacher, the teacher only asked them visually, is said to have been ready for class. In China, the past students are to pay tribute to the teachers. Now, the etiquette in general only schools continue to implement, in the university to correct posture, visual, static, for politeness class teacher. In English class, the students sitting casually, students can even feet on the chair in front of you; in the Chinese University in this posture is neither respect teachers and ignore the bad behavior of classroom discipline. In Chinese schools, if the student is late for class, the traditional requirement is called report at the door! The teacher allowed, the rear can enter. But this requirement now only applies to high school students, college students generally just quietly walked into the classroom, the teacher after class to explain the reason. In the English national school students who are late to quietly into the classroom as polite. As a result of urgent need to leave early, Chine